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A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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Abstract:
In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i.e., gifts) for the participants. The presence of writing time, writing goals and writing activities in the company of other writers were key to the retreat pedagogy. Participants appreciated gifts of time and physical space and described giving and receiving peer feedback and emotional support as forms of gift exchange within the community. The resulting writing strategies, competencies and identities provided the gift of sustainability. The analysis confirmed that this ongoing, immersive, cross-institutional, cross-rank, institutionally funded model of academic development was effective and responsive to the needs of individual scholars. ; Dean’s Office, Faculty of Education, Brock University; Research Leadership Grant, University of Windsor
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Keyword:
Academic Writing; Authorship – Study and Teaching; Case Method; Qualitative Research; Writers’ Retreats
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URL: http://hdl.handle.net/10464/15648
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| 2 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
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In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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| 5 |
A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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| 6 |
The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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| 7 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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| 9 |
Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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| 10 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 11 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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| 12 |
Argumentación y tabú en publicidad
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 115-132 (2022)
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| 13 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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| 14 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 17 |
Reading and Writing as Social Action: A Case Study of Literacy and Critical Social Thinking in the Migrant Student Leadership Institute
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| 18 |
Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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| 19 |
Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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| 20 |
Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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